Psychology Press Early Years & Childhood Studies - Articleshttp://www.psypress.com/articles/
Articles, news, promotions and updates from Routledge and the Taylor & Francis Group.en-usenorders@taylorandfrancis.comCopyright (c) 2015, Psychology Press2015-03-03T19:18:29+00:002015-03-03T19:18:29+00:002015-03-03T19:43:30+00:00http://www.psypress.com/info/help/rss/Interview with Leslie S. Kaplan and William A. Owings: Introduction to the Principalshiphttp://www.psypress.com/articles/interview_with_leslie_s._kaplan_and_william_a._owings_introduction_to_the_p/
tag:,2015:/articles/1.220622015-03-02T14:38:01QLeslie S. Kaplan is a retired school administrator, a full-time education writer, and an Adjunct Research Professor at Old Dominion University, USA. William A. Owings is Professor of Educational Leadership at Old Dominion University, USA.

Interview with Leslie S. Kaplan and William A. Owings

1). What inspired you to become an educator?

LSK: Education was our “family business.” My mother, two aunts, and an uncle were all educators. The school counseling, central office program director, and assistant principal for instruction and school improvement (in five different schools) were my own paths within the profession.

WAO: Altruism. I enjoyed my English classes in high school and college, and wanted to make the world a better place one English classroom at a time. A principal and dear friend mentored me and convinced me to broaden my goals to “one school at a time.”

2). What motivated you to write, Introduction to the Principalship?

LSK: Seeing the principalship, its importance, and its challenges up close for many years, I wanted to help prepare eager candidates to succeed in the role.

WAO: Having been an elementary and high school principal and evaluating principals as an assistant superintendent and superintendent of schools, I have seen what principals do – and need to do – to build capacity in schools.

3). How is this textbook different from other textbooks in the field?

LSK: Our text is written by two successful school leaders who know first-hand how to connect theory to practice and help aspiring principals transfer their learning from the graduate classroom into their work settings.

WAO: As practitioners and scholars, we take theory and show how that plays out in leadership practice.

4). What is the most important thing you would like students and professors to take away from your book?

LSK: Success as a school leader is all about relationships – developing solid, trusting, collaborative relationships with teachers, students, parents, and community members. Without this, creating a positive learning climate and culture cannot happen.

WAO: Ditto! It is impossible to build the necessary capacity in schools without having the proper relationships with teachers, students, and the community.

5). Can you tell us about the instructor/supplemental materials available with this book?

LSK & WAO: The accompanying videos and readings bring deeper insights into the topics discussed and allow professors to personalize the learning to meet individual student and course needs.

6). What findings in writing/researching this book surprised you?

LSK: The surprise was the extent that principals’ relationships with others were such critical factors in generating positive school outcomes. Good relationships also make the work personally and professionally satisfying. Knowing the right information is necessary, but not enough to be effective in this people-focused role.

WAO: The surprise was limiting the information we wanted to convey into one volume.

7). Do you have a favorite conference to attend? If so, what is it?

LSK: The NASSP Ignite Conferences are excellent way to increase one’s professional knowledge and expand your network of colleagues who can help think through how to best address school issues.

WAO: In addition to NASSP, the ASCD Conference addresses a variety of instructional and leadership issues.

LSK: Ditto!

8). If you had to choose 5 words to define your writing process, which would you choose?

LSK: Experience, reading, relating, illustrating, & practical

WAO: Research, application, experience, collaboration, excitement!

9). Describe your philosophy of teaching and learning in one sentence.

LSK: Relate to the students and teachers as individuals, create a safe learning environment, and tailor what each needs to learn and grow in a rigorous and relevant way.

WAO: Building on prior knowledge and scaffolding new knowledge, teaching and learning should bridge theory and practice.

10). What was the proudest moment of your career so far?

LSK: During the first Gulf War, I was a central office director of program development for counseling and guidance in a school district with a heavy military presence. I worked closely with counselors and principals in each school to help teachers understand how to create a safe learning environment for children whose parents were suddenly sent to war, balancing consistency and flexibility, to support youngsters who needed to feel secure if they were to keep learning.

WAO: As a superintendent of schools, we were able to build four new schools and remodel others without a tax increase.

11). What is the most exciting thing happening in the area of education today?

LSK: Research is telling us what practices make for effective leading, teaching, and learning so we can act knowledgably to increase these in our schools.

WAO: We are learning more every day about best practices for leading, teaching, and learning and the school leaders’ role in orchestrating successful schools.

12). What is your favorite social media platform and why?

LSK & WAO: We keep up with friends, colleagues, and families by phone, FaceTime, and sharing visits and meals at our homes and when at conferences (isn’t the dining room table a social media platform?).

13). What was your favorite course in college and why?

LSK: My favorite course in college was Art History because I am a very visual learner and enjoy comparing and contrasting themes and techniques. (I am not sure how this affected my performance as an educator except that I quickly see positive things in everyone and enjoy variety in people and ideas).

WAO: My favorite course in graduate school was Theories of Leadership. It provided the tools to shape effective schools.

CHOICE: Current Reviews for Academic Libraries is the premier source for reviews of academic books and digital resources for scholars and students. CHOICE’s annual list of Outstanding Academic Titles reflects the best titles reviewed by CHOICE each year. We are honored that a Routledge Education title has been selected as one of CHOICE's Outstanding Academic Titles 2014!

Routledge had more than 275 titles recommended by CHOICE magazine in 2014, and 32 of these have been selected as CHOICE Outstanding Academic Titles 2014! View ALL Routledge Outstanding Academic Titles 2014 HERE.

Transforming Teaching and Learning with Active and Dramatic Approaches by Brian Edmiston is one of CHOICE's Outstanding Academic Titles 2014!

CHOICE says:

"Weaving theory and practice into his narrative, Edmiston paints vivid pictures of teachers and students in action as the students deepen their understanding of content while respecting perspectives other than their own … The chapter on assessment with its critique of the current culture of standardized testing is outstanding as it highlights problems and solutions in evaluation. Photographs, tables, and figures enrich different aspects of the pedagogical and social points Edmiston makes. This is an invaluable guide to involving students at all levels of education. Summing Up: Highly recommended. Upper-division undergraduate, graduate, research, and professional collections."

Find out more about Transforming Teaching and Learning with Active and Dramatic Approaches:

"This is a transformative book. It provides an enlightening cartography of the uses of history and philosophy in the science classroom. No one interested in science teaching or science culture should be without a copy of this updated classic."--Alberto Cordero, Philosophy Program, The CUNY Graduate Center and Queens College CUNY, USA

"This book's importance transcends science education. Its coverage of topics such as the impact of constructivism on education provides the book with a universal importance. I strongly recommend it to everyone interested in teaching and learning."--John Sweller, School of Education, University of New South Wales, Australia

"The Pendulum chapter is a masterpiece! It should be considered obligatory reading for everyone who aims at becoming a science (especially physics) teacher."--Ricardo Karam, Physikdidaktik, Universität Hamburg, Germany

"Science Education is a rigorous and necessary resource for science education researchers, policy makers and practitioners."--Sibel Erduran, School of Education, University of Limerick, Ireland

Science Teaching explains how history and philosophy of science contributes to the resolution of persistent theoretical, curricular, and pedagogical issues in science education. It shows why it is essential for science teachers to know and appreciate the history and philosophy of the subject they teach and how this knowledge can enrich science instruction and enthuse students in the subject. Through its historical perspective, the book reveals to students, teachers, and researchers the foundations of scientific knowledge and its connection to philosophy, metaphysics, mathematics, and broader social influences including the European Enlightenment, and develops detailed arguments about constructivism, worldviews and science, multicultural science education, inquiry teaching, values, and teacher education. Fully updated and expanded, the 20th Anniversary Edition of this classic text, featuring four new chapters—The Enlightenment Tradition; Joseph Priestley and Photosynthesis; Science, Worldviews and Education; and Nature of Science Research—and 1,300 references, provides a solid foundation for teaching and learning in the field.

"This is a book that really gets to ‘the bottom’. It unpacks what is meant by the term and demonstrates explicitly why bottom up knowledge is important and what its components are. It’s a book I’d been seeking for a long while. English L2 Reading provides us with specific information on how to teach L2 learners through showing us how language awareness is critical for teaching L2 English reading." --Vanessa Wenzell, California State University Dominguez Hills, USA

"English L2 Reading refocuses attention on the often forgotten, bottom-up skills in reading English as a second language. It strikes a good balance between theory and practice." --Paul Abraham, Simmons College, USA

"…provides an effective review of key linguistic points and ties them to reading and writing. This text offers a perfect balance between theory and practice, consistently providing concrete illustrations of research on second language literacy."--Sarah Dietrich, Salem State University, USA

English L2 Reading, Third Edition offers teachers research-based insights into bottom-up skills in reading English as a second language and a solid foundation on which to build reading instruction. Core linguistic and psycholinguistic concepts are presented within the context of their application to teaching. The goal is to balance or supplement (not replace) top-down approaches and methodologies with effective low-level options for teaching English reading.

The text’s pedagogical features— Questions, Study Guide Questions. Discussion Questions, Spotlight on Teaching sections— engage readers of the text in moving easily from linguistic details and psycholinguistic data and theory to practical explanations and suggestions for teaching. Two Appendices provide tables that list the graphemes or the phonemes of English.

Changes in the Third Edition:

Shift in focus from criticism of whole language methodologies to a more neutral stance —times have changed and the study of lower-level reading strategies is now mainstream

Greater focus on linguistic form, along with function and meaning

Updated information about reading strategies at each level of the reading process

"Creating Critical Classrooms is one of those rare finds. It has the perfect balance of theory—in ways that preservice teachers can understand—along with real ways to "do" theory in classrooms with children." --Lisa Scherff, Florida State University, USA

"As immorality and insanity continue to permeate the world of education, and the world in general, Creating Critical Classrooms will become an increasingly vital and crucial text in helping learners, teachers, and citizens understand and analyze the material forces at work in society while also connecting that intellectual work to the much needed interventions required to carry out positive structural transformations on pathways toward creating more humanized and humanizing systems and institutions…before it is too late."--Doug Morris, Eastern New Mexico University, USA

This popular text articulates a powerful theory of critical literacy—in all its complexity. Critical literacy practices encourage students to use language to question the everyday world, interrogate the relationship between language and power, analyze popular culture and media, understand how power relationships are socially constructed, and consider actions that can be taken to promote social justice. By providing both a model for critical literacy instruction and many examples of how critical practices can be enacted in daily school life in elementary and middle school classrooms, Creating Critical Classrooms meets a huge need for a practical, theoretically based text on this topic.

"This text is an excellent resource for ideas about teaching writing to elementary students. It has comprehensive suggestions about curriculum, language development, and assessment." --Joy Janzen, Stony Brook University, USA

"Professor Brisk draws on a wealth of experience gained from many years of research with primary teachers working with bilingual students. She introduces teachers to a dynamic theory of grammar in use, focusing only on those resources which have proved most valuable for supporting English language learners to develop academic literacies. At the same time she sets out a step by step guide, complete with practical resources, for teachers to both scaffold their students learning and grow their own knowledge. I recommend this book highly to literacy educators who want to make a real difference." --Sally Humphrey, Australian Catholic University, Australia

The Common Core State Standards require schools to include writing in a variety of genres across the disciplines. Engaging Students in Academic Literacies provides specific information to plan and carry out genre-based writing instruction in English for K-5 students within various content areas. Informed by systemic functional linguistics—a theory of language IN USE in particular ways for particular audiences and social purposes—it guides teachers in developing students’ ability to construct texts using structural and linguistic features of the written language. This approach to teaching writing and academic language is effective in addressing the persistent achievement gap between ELLs and "mainstream" students, especially in the context of current reforms in the U.S. Transforming systemic functional linguistics and genre theory into concrete classroom tools for designing, implementing, and reflecting on instruction and providing essential scaffolding for teachers to build their own knowledge of its essential elements applied to teaching, the text includes strategies for apprenticing students to writing in all genres, features of elementary students’ writing, and examples of practice.

Continuing Joel Spring’s reportage and analysis of the intersection of global forces and education, this text offers a comprehensive overview and synthesis of current research, theories, and models related to the topic. Written in his signature clear, narrative style, Spring introduces the processes, institutions, and forces by which schooling has been globalized and examines the impact of these forces on schooling in local contexts. Significant conceptual frameworks are added to this Second Edition, specifically the “economization of education,” “corporatization of education” and the “audit state.” These concepts are embedded in the global educational plans of major organizations such as the World Bank, the Organization for Economic Development and Cooperation (OECD), World Economic Forum, and multinational corporations.

Globalization of Education, Second Edition features new and updated information on

The World Bank

OECD and the United Nations

The World Trade Organization and the Global Culture of Higher Education

]]>Homepage, Books, Textbooks, Education, Early Years & Childhood Studies, Education Theory, Post-Compulsory & Higher Education, Research Methods, Special Needs, Teaching & Learning2014-07-09T15:17:45+00:00Learning Through Supervised Practice in Student Affairs, 2nd Editionhttp://www.psypress.com/articles/learning_through_supervised_practice_in_student_affairs_2nd_edition/
tag:,2014:/articles/1.190522014-07-08T14:55:56Q"This second edition is a valuable update for graduate faculty, field supervisors, and professionals-in-training in higher education. The authors address the importance of out-of-class learning and how each stakeholder can support the development of new professionals. Their tools for designing experiences and evaluating both sites and students are particularly useful."--Debora L. Liddell, Chairperson, Educational Policy & Leadership Studies, The University of Iowa

"Building on the superb foundation of the first edition, this edition updates and extends professional knowledge and practice in important ways. Inclusion of the 2010 ACPA/NASPA Joint Statement on Professional Competencies is a particular strength, and creates a clear connection to the preparation of professionals in graduate programs and through ongoing professional development in supervised practice. Questions and exercises for readers deepen learning and open conversations in the classroom and on supervised sites. The new edition is an invaluable resource for professional preparation." --Kristen A. Renn, Professor of Higher, Adult, and Lifelong Education, Michigan State University

For future student affairs professionals and higher education administrators, the supervised practice experience is where theory learned in the classroom is put into practice. Learning through Supervised Practice in Student Affairs assists students in applying leadership, advising, conflict management, and planning skills to their practice. This important book explores the theories that foster learning and understanding of higher education organizations while exercises, reflection activities, and case studies illuminate the skill areas that students must develop to become successful practitioners.

This Revised Edition Includes:

Reflection activities to engage students and foster critical thinking

Expanded attention to diverse populations and cultural differences

Updated legal references and case law related to daily practice

Broadened discussion of professional standards and alignment with the CAS standards and ACPA/NASPA’s Joint Statement on Professional Competencies

A new chapter addressing campus politics and organizational culture

Learning through Supervised Practice in Student Affairs bridges the gap between theory and practice, assisting students and site supervisors in constructing a practicum or internship experience that successfully contributes to learning and professional development.

]]>Homepage, Books, Textbooks, Education, Early Years & Childhood Studies, Education Theory, Post-Compulsory & Higher Education, Research Methods, Special Needs, Teaching & Learning2014-07-08T14:55:56+00:00Author Care: Frequently Asked Amazon Questionshttp://www.psypress.com/articles/author_care_frequently_asked_amazon_questions/
tag:,2014:/articles/1.190062014-07-02T15:48:25Q
Amazon is the largest retailer for books in the world. There are many things you as an author can do to help promote the book on the site. For more information on Amazon, we invite you to read through our Amazon FAQ below:

Frequently Asked Amazon Questions

Taylor and Francis is dedicated to promoting your book on the world’s most popular bookstore. We provide Amazon with daily feeds to keep your book content up to date. Amazon provides authors with valuable storefront for your book, a seamless purchasing experience for the customer, and reliable customer service for both. However, issues and questions do come up from time to time, which we pledge to help you resolve. Below you will find common questions we receive from our authors. If you have any additional queries please reach out to your marketer.

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Search Inside the Book (SITB) is an important tool for selling the book. However there is often a delay of a couple of days or weeks before the function is available once the print book is published. In some cases, SITB will not be made available depending on whether T&F hold the e-book rights.

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The ranking is also based on all authors on the Amazon site, including Bestsellers, Fiction, Children’s Books, and others likely irrelevant to your field;

Finally, an author with an extensive catalog has a ranking advantage to a newer author with fewer books published.

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We encourage our authors to sign up to Amazon Author Central. It’s a free service provided by Amazon that provides authors the ability to reach more readers, promote their books, enhance discoverability, and interact with the community.

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Add images

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To set up an account and begin using this tool, go to https://authorcentral.amazon.com/. You should be able to use your existing customer account info to get started.

Amazon Reviews
Along with SITB, Reader Reviews are an extremely effective tool for converting those who visit your book page to purchase. We encourage you to reach out to your community, peers, and colleagues who may have followed and read your work to encourage them to write a fair and objective review on the site. You should avoid soliciting only positive feedback and all reviews must be genuine and independent.

]]>Books, General Interest, Education, Early Years & Childhood Studies, Education Theory, Post-Compulsory & Higher Education, Research Methods, Special Needs, Teaching & Learning2014-07-02T15:48:25+00:00New Books in June 2014http://www.psypress.com/articles/new_books_in_june_2014/
tag:,2014:/articles/1.187072014-06-04T20:06:48Q
Read on to browse all of our new books publishing this month...
]]>Homepage, New Titles, Education, Early Years & Childhood Studies, Education Theory, Post-Compulsory & Higher Education, Research Methods, Special Needs, Teaching & Learning2014-06-04T20:06:48+00:00Social Understanding and Social Lives - now in paperbackhttp://www.psypress.com/articles/social_understanding_and_social_lives_-_now_in_paperback/
tag:,2014:/articles/1.168062014-04-01T04:59:14Q
Claire Hughes' book Social Understanding and Social Lives: From Toddlerhood Through to the Transition to School was awarded the British Psychological Society's 2013 Book Award (Academic Monograph category). It is now available in paperback.

Order Social Understanding and Social Lives with a 20% discount! Simply enter the discount code BPSCH upon check out. (Please note: this discount is only available on print versions purchased by individuals directly through our website, and cannot be used in conjunction with any other offer. Discount code expires 1st June 2014.)

Claire's book was lauded by a reviewer on the Economic and Social Research Council as “ideal reading for researchers actively working in the field, graduate and undergraduate students specializing in developmental psychology, educational and health professionals, and parents interested in learning about children’s early social development.”

"[An] engaging, lucid and authoritative book. What makes this book such an important reading – not just for academics and students working in this area but also for professionals in education and health – is not simply Hughes's skilful ability to weave together the key themes emerging from a large, and rapidly growing, literature with the delightfully accessible findings of her own very substantial research programme. More than that, Hughes accomplishes the crucial task of setting a clear agenda for future work that builds on all of this progress. … Hughes puts us all in a good position to maximize the strength and applied value of work on children's social-cognitive development." - Robin Banerjee, University of Sussex, UK, in Infant and Child Development

"Hughes's book focuses primarily on findings from theory-of-mind research, teaching readers about infants’ and toddlers’ ability to understand their own and others’ false beliefs, intentions, emotions, and behaviors. Readers learn a perspective on how toddlers see the world, negotiate the microcontexts they face daily, and prepare to enter the relatively impersonal world of schooling." - Theresa A. Thorkildsen, in PsycCRITIQUES

]]>Homepage, Professional, Education, Early Years & Childhood Studies, Developmental Psychology2014-04-01T04:59:14+00:00New Catalogue: New Books in Education: March – December 2014http://www.psypress.com/articles/new_catalogue_new_books_in_education_march_december_2014/
tag:,2014:/articles/1.180662014-03-25T05:00:50Q
This online catalogue features new books in Education from Routledge.

Instructors can request exam copies of course texts, and academics can recommend books for library purchase, quickly and easily using the online forms.

]]>Homepage, News, Education, Early Years & Childhood Studies, Education Theory, Post-Compulsory & Higher Education, Research Methods, Special Needs, Teaching & Learning2014-03-25T05:00:50+00:00KAPPA DELTA PI Member Discounthttp://www.psypress.com/articles/kappa_delta_pi_member_discount/
tag:,2013:/articles/1.139702013-04-09T15:27:21Q
Routledge is proud to be a publishing partner with Kappa Delta Pi International Honor Society in Education. As a benefit of this partnership, KDP members receive a 25% discount all books co-published with KDP, including those listed below.

Additionally, KDP members receive a 20% discount on all Routledge book publications.

For the 25% discount on KDP co-published books: Use discount code KDP14 when placing a book order direct from Routledge at www.routledge.com. To receive the discount, enter KDP13 in the ‘apply discount code’ box of the shopping cart and hit ‘update cart’ before checkout. Please note, this discount code will only work for the following books: Experiencing Dewey, The ABC's of Classroom Management, and The Power of Teacher Leaders. Please note, this discount code cannot be used in conjunction with any other discount codes.

For the 20% discount on all other Routledge books: Use discount code KDP13 when placing a book order direct from Routledge at www.routledge.com. To receive the discount, enter KDP13 in the ‘apply discount code’ box of the shopping cart and hit ‘update cart’ before checkout. Please note, this discount code cannot be used in conjunction with any other discount codes.